Welcome%20to%20the%20Comprehensive%20Center-Region%20VI%20Audio%20Web%20Conference%20Workshop

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Welcome to the Comprehensive Center-Region VI
Audio Web Conference Workshop
Sheryl Beglinger Training and Outreach Specialist
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Strategies for Teaching Reading Across the
Curriculum

• Have clear goals and objectives
• Focus on the essential
• Make sure lessons/assignments help students
  understand the essential ideas or principles

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Teach the Text Backwards

• Start by doing something that applies the
  material to be learned in a concrete, real-life
  way.
• Applications and extensions at the end of the
  chapter
• Puts the new material in context and increases
  comprehensibility

Judy Jameson, Center for Applied Linguistics,
Region XIV Comprehensive Center
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Teach the Text Backwards

• Discuss the application and the related concepts
  in class.
• What happened, why, what would happen if
• Use key vocabulary in the discussion
• Activate prior knowledge and model thinking skills

Judy Jameson, Center for Applied Linguistics,
Region XIV Comprehensive Center
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Teach the Text Backwards

• Review the study questions at the end of the
  chapter
• Identify main ideas and set a purpose for reading
• Preview chapter by looking at pictures and
  diagrams
• Read subheadings to show how chapter is organized

Judy Jameson, Center for Applied Linguistics,
Region XIV Comprehensive Center
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Teach the Text Backwards

• Read the text to find the answers to the most
  important study questions
• Break up the chapter to reduce the amount of text
  read
• Provide graphic organizers or study guides to
  increase comprehension
• Allow students to discuss the answers in small
  groups before writing the answers at home

Judy Jameson, Center for Applied Linguistics,
Region XIV Comprehensive Center
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Strategies that Need to be Directly Taught

• Main Idea
• Summarization

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Activities for Before Reading

• Semantic Word Map
• Possible Sentences
• Anticipation Guides
• example
• KWL Expanded
• Egan, Margaret. (1999) Reflections on effective
  use of graphic organizers. Journal of Adolescent
  Adult Literacy, May.

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KWL (Expanded)
What I know definitely What I think I know Read/ Verify Questions About the reading Where to find answers
Item is accurate
- Item is not accurate
? Not enough Information is given

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During Reading

• Reciprocal Teaching (Predict,Clarifying,
  Question Generating, Summarizing)
• Collaborative Strategic Reading
• Inquiry Charts (I Charts) (ex. pg. 4)
• Graphic Organizers
• Compare/Contrast Venn Diagram

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Compare/Contrast Venn Diagram
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After Reading

• Study Guides for Tests
• Graphic Organizer Notebook
• Vocabulary Web Chart

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Graphic Organizer Notebook

• set of teacher-prepared blank webs and organizers
  students complete while studying a chapter or
  unit.
• tailored-made for the content to be studied
• a meaningful way to take notes, illustrate
  concepts and key words
• valuable tool that students can use to study for
  the chapter or unit test.
• cooperative learning groups should be used to
  complete the webs and organizers
• discussion further enhances the learning of
  material.

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Word Map
Definition using context clues, dictionary or
glossary
Word
Antonym or Non-example
Synonym or Example
Personal Clue may use picture
Adapted from Catherin Rosenbaum. (2001)A word
map for middle schools A tool for effective
vocabulary instruction. Journal of Adolescent
Adult Literacy. Sept.
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  Book____________________________________________
__ Chapter___________ Page numbers
_________________ Date _______________
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Internet Resources

• Internet Public Library
• KidsClick!
• Rubric Generator
• Webquests for Cooperative Learning
• ThinkQuests Example of a ThinkQuest